Updates to YoungStar 2019-2020 Evaluation Criteria GENERAL - - PowerPoint PPT Presentation

Updates to YoungStar 2019-2020 Evaluation Criteria

GENERAL YOUNGSTAR UPDATES

• Revised contracts
• Off-Year Service Requests
• 2019/2020 Evaluation Criteria will be available

after January 1, 2018 so that Consultants can be using the documents to guide program preparation for those who have their rating year in 2019

dcf.wisconsin.gov

dcf.wisconsin.gov

2019/2020 Evaluation Criteria Changes

• YoungStar will refine its 3 Star educational

threshold for Lead Teachers/Group Leaders and family child care providers

– Reduce cost – Reduce other structural barriers to higher education completion – Support family child care programs – Help combat provider/teacher shortage

dcf.wisconsin.gov

Educational Qualifications

 Child Development Course  Health Safety and Nutrition Course  Foundations of Early Childhood Course  Infant/Toddler Development Course  Child Psychology Course

Quality Indicators – Lead Teacher Qualifications (Group Child Care – Track 1 only shown here) Points Awarded Lead Teachers with Registry Level 7 or higher for 25% of all classrooms and Lead Teachers with Registry Level 6 or higher for 25% of all other classrooms. – Required for 3 Stars

1

Lead Teachers with Registry Level 7 or higher for 50% of all classrooms

2

Lead Teachers with Registry Level 9 or higher for 50% of classrooms; all other classrooms have a Lead Teacher with Registry Level 7 or higher – Required for 4 Stars

3

Lead Teachers with Registry Level 10 or higher for 50% of classrooms; all other classrooms have a Lead Teacher with Registry Level 7 or higher

4

Lead Teachers with Registry Level 12 or higher for 50% of classrooms and all other classrooms have a Lead Teacher with Registry Level 7 or higher

5

Lead Teachers with Registry Level 12 or higher for 50% of classrooms and Lead Teachers with Registry Level 10 or higher for the rest of the classrooms

6

Lead Teachers with Registry Level 12 or higher for 100% of classrooms – Required for 5 Stars

7

Lead Teachers with Registry Level 14 or higher for 50% of classrooms and Registry Level 12 or higher for 50% of the rest of the classrooms

8

Lead Teachers with Registry Level 14 or higher for 100% of the classrooms

9

The center will receive credit for the highest education level attained in each table. For YoungStar Registry Level 6, a 3 credit course must be from one of the following or a course from one of the following credentials below:

Important Note: the information above does not reflect requirements for licensing. The individual serving in a position must minimally meet licensing requirements for that position.

 Family Child Care Credential,  Infant/Toddler Credential,  Preschool Credential, or  Afterschool and Youth Development Credential

OR

Quality Indicators – Provider Qualifications Points Awarded Provider with Registry Level 6

2

Provider with Registry Level 7 – Required for 3 Stars

3

Provider with Registry Level 9

4

Provider with Registry Level 9 and a CDA

6

Provider with Registry Level 10 - Required for 4 Stars

10

Provider with Registry Level 12 – Required for 5 Stars

12

Provider with Registry Level 14

13

Provider with Registry Level 15 or higher

14

A.1 Family Provider Qualifications

dcf.wisconsin.gov

Registry Level 7 = 6 related Credits

B.1.1 and .2 Self-Assessment and Quality Improvement Plans

• Required for 3, 4, and 5 Stars
• Points will not be received for these required

items

• Points will be reassigned to other indicators

(1 point each)

– One point becomes two for B.2.2

• Curriculum/Programming aligned with WMELS or SACF

– One point becomes two for B.3.2

• Teacher Uses Intentional Planning to Improve Child Outcomes

dcf.wisconsin.gov

Early Childhood: Developmentally Appropriate Practices Play is the Way

https://dpi.wi.gov/early-childhood/devel-approp

dcf.wisconsin.gov

Five Important Areas Related to Teacher’s Role in DAP

• Create caring community of learners
• Teaching to enhance development and

learning

• Planning curriculum to achieve important

Goals

• Assessing children’s development and learning
• Establishing reciprocal relationships with

families

dcf.wisconsin.gov

B.1.3 Developmentally Appropriate Environment is Aligned to WMELS or SACF

• Incorporates the Wisconsin Model Early Learning

Standards and/or School-Age Curricular Framework

• Programs will need to demonstrate developmentally

appropriate materials, interactions, and learning centers to achieve a 3 Star or higher rating

dcf.wisconsin.gov

Rationale

• Exploration and play for children is supported by the

environment.

• Learning occurs best when opportunities are created in natural

and authentic contexts.

• Children are provided with opportunities to explore and apply

new skills through a balance of child-initiated and teacher- initiated activities.

• Children are offered different types of play and learning

experiences to choose from, during which time positive interactions amongst peers and teachers are occurring.

• Children gain the most benefit for playful learning experiences

and materials when positive relationships are at the foundation

• f teaching.

dcf.wisconsin.gov

• 1. Classroom staff members provide developmentally appropriate activities/practices that

are engaging, comforting, culturally sensitive and compassionate.

• All of the following elements must be observed:

– All interactions by teachers must be positive or neutral at best. – The classroom staff and children appear to enjoy being with each other and demonstrate respect for one another. – Classroom staff use communication that is developmentally appropriate, and have developmentally appropriate expectations for children’s behavior.

• At least two of these additional practices must be observed:

– The classroom staff is usually in close physical proximity with the children and often joins in the children’s experiences and activities. – Classroom staff provides opportunities for peer interactions as children are able to participate in experiences and activities together. – The classroom staff is observed having turn-taking conversations with most children and asking follow-up questions in a neutral or pleasant tone of voice. – Classroom staff offers at least one staff-initiated receptive language activity each day (eg. reading a book to children, storytelling, etc.

dcf.wisconsin.gov

• 2. The environment includes at least five defined interest centers/areas that are

developmentally appropriate and reflect either the WMELS’ five domains or the SACF’s nine content areas. Additionally, ALL of the following elements must be observed: All materials must be developmentally appropriate and each classroom/group must include (specified minimum): – at least one book for every child allowed to attend at any given time, – at least six types of fine motor materials; – at least six types of art materials (for classrooms with all children age 12 months or

• lder);

– at least two sets of 10 – 20 blocks (for classrooms with children ages 12 months to 12 years); – at least five examples of dramatic play materials; and – at least six types of materials that support math/number development. Materials and/or experiences in at least three areas must offer children varied levels of difficulty and/or address use of different learning styles. Materials in the interest centers must be considered easily accessible for independent use by the children.

The daily schedule must include a minimum of 50 consecutive minutes of uninterrupted indoor free choice to allow for in- depth investigation of the environment and materials. – If the program is open for more than 4 hours per day for that age group of children served – If the program is open for less than 4 hours per day for that age group of children served, a pro-ration will be determined – If the program has a split schedule then the 50 consecutive minutes can be split.

dcf.wisconsin.gov

VERIFICATION For this indicator, all classrooms must follow the items outlined above but to use verification time wisely, a Consultant/Rater should verify this practice in

• ne classroom for each age group served: birth – 35 months, 36 – 60 months

and/or school-age. If there are fewer than four classrooms in the program, Consultant/Rater must verify indicators in every classroom. If not all age groups are represented, the Consultant/Rater will verify three selected classrooms/groups. Consultant/Rater must verify developmentally appropriate environment through observation. If more information is needed, lesson plan, schedule, and/or interview may be used. At least one of these additional practices must be observed:

• All interest centers/areas must be available for children to use for the

majority of the day (excluding routine care times).

• Quiet activity areas are located away from noisy activity areas.
• Information about WMELS and/or SACF is provided to families and

staff (if applicable).

dcf.wisconsin.gov

C.5.1-5.4 Family Engagement

• Slight revision to the indicators
• Simplified in the rating criteria language and

has set a goal of reducing the current options down to 4 indicators that most align with child

• utcomes
• DCF is reviewing the National Family Support

Network - Standards of Quality for Family Strengthening and Support and Child Care Aware Key QRIS Family Engagement Features

dcf.wisconsin.gov

Family Engagement

• For 3 Stars, programs must demonstrate

practices that meet at least one activity from each of the four indicators (5.1, 5.2, 5.3, 5.4)

– For example, 5.1.1.activity, 5.2.1.activity, 5.3.1.activity, 5.4.1.activity

• For 4 and 5 Stars, programs must demonstrate

practices that meet at least two activities from each of the four indicators. (5.1, 5.2, 5.3, 5.4)

– For example, 5.1.1.activity, 5.1.2.activity 5.2.1.activity, 5.2.3.activity 5.3.2.activity, 5.3.3.activity 5.4.1.activity, 5.4.3.activity

dcf.wisconsin.gov

• Wisconsin UNITES -

Understanding the Need for Inclusive Training and Educational Support

• A self-guided training series that consists of 5 individual modules
• Module 1: Foundations of Inclusion
• Module 2: Applying What We Know
• Module 3: Supporting Inclusion in Your Child Care Program
• Administration
• Module 4: Supporting Inclusion in Your Child Care Program
• Staff
• Module 5: This is High Quality Inclusive Child Care
• For an individual reviewing the trainings, it can be counted toward the 5 hours of continuing

education for licensing (Independent reading and/or watching of educational materials)

D.1.3 – Inclusion Training

https://dcf.wisconsin.gov/youngstar/eci/trainings

dcf.wisconsin.gov

• Moving Beyond Inclusion as a Philosophy, Ideal or Policy

– YoungStar Technical Consultants and other early care and education support staff from Wisconsin were given the

• pportunity to hear the above presentation from
• Dr. Kristie Pretti-Frontczak

– The presentation addresses the importance

• f inclusion for all children and explores

solutions to the barriers that can keep inclusion from becoming a reality.

This video was recorded during the 2017 Early Childhood Inclusion Institute and is 64 minutes in length

D.1.3 – Inclusion Training

https://www.youtube.com/watch?v=S99kTgyYytQ&feature=youtu.be

dcf.wisconsin.gov

• Resources from “Redefining Inclusion” video

– Brain Building Strategies - Mindfulness – Classroom Clean Sweep to support all learners – Visual Supports – Calendar Time Tips – Snack Time Tips – Circle Time Tips

• Early Childhood Technical Assistance Center (ECTA)

– Inclusion

D.1.3 – Inclusion Resources

• Together – Children Grow booklet updated and redesigned
• English

Spanish

dcf.wisconsin.gov

D.1.4 Health and Wellbeing

• Child Abuse and Neglect Prevention Training (stand-

alone) will be removed beginning January 2019.

• The following trainings will count for D.1.4 taking

place under the 2019/2020 criteria – Strengthening Families – Family Service Credential – Touchpoints Birth to Three: Your Child’s Emotional and Behavioral Development – Department-approved equivalent that demonstrates knowledge of protective factors.

dcf.wisconsin.gov

Minimum Point Requirements (Handout)

Support for Families Experiencing Homelessness

• The Department of Public Instruction has compiled a guide with Tips for

Supporting Young Children Who are Homeless for schools and child care

• providers. Each district and charter school must have a staff person

designated as the Homeless Liaison, and this person is the primary contact between families and service providers.

• https://dcf.wisconsin.gov/youngstar/providers/homelessness

– DCF Resources – Statewide Resources – Specific Resources for Milwaukee County Residents

• The Department of Children and Families welcomes your feedback on

resources that assist families in crisis. Please feel free to contact DCF at yshomelessness@wisconsin.gov with additional supports that child care providers could use to support children and families experiencing homelessness.

dcf.wisconsin.gov

Questions?

Department of Children and Families Division of Early Childhood Education Bureau of Early Learning and Policy

youngstar@Wisconsin.gov

dcf.wisconsin.gov

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